NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 3: GREEN LIVING

Lesson 1: Getting started – Green Classroom Competition

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic green living;
- Understand and use words and phrases related to green lifestyles;
- Use verbs with prepositions, and phrasal verbs correctly.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of current environmental issues and think of new ways to protect the
environment;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 3, Getting started
- Computer connected to the Internet
- A0-size paper
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. awareness (n) /əˈweənəs / knowledge or understanding of a nhận thức
particular subject or situation

2. decompose (v) /ˌdiːkəmˈpəʊz / decay or make something decay phân hủy

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3. reusable (adj) /ˌriːˈjuː.zə.bəl (r)/ able to be used more than once có thể tái sử
dụng

4. carbon footprint /ˌkɑː.bən a measurement of the amount of dấu chân các-

ˈfʊt.prɪnt/ carbon dioxide that human activities bon
produce

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver a
speech. - Provide vocabulary and useful language
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Guessing game
c. Expected outcomes:
- Students can list some types of pollution.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game - Students work in groups. Key:
- Teacher divides the class into two - Students look at the picture 1. plastic pollution
teams. that the teacher shows them 2. light pollution
- Teacher prepares the pictures of 6 and describe the picture. 3. air pollution
types of pollution. - Other students try to guess 4. noise pollution
- Teacher gives instructions for the the name. 5. water pollution
game: 6. soil pollution
+ One student from each group comes
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and sees a picture. Students use their

own words to describe the picture so
that their teammates tell what type of
pollution it is.
+ If the answer is correct, the team
gets one point.
+ If the answer is incorrect, the chance
to answer is transferred to the other
team.
+ The team having more points is the
winner of the game.
e. Assessment
- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related the topic;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. awareness (n)
- Teacher explains the meaning of the new guess the words. 2. decompose (v)
vocabulary by pictures. - Students write down the new 3. reusable (adj)
- Teacher checks students’ understanding words in their notebook. 4. carbon footprint
with the “Rub out and remember”
technique.
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:
- To help students get to know the topic;
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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- To introduce words and phrases related to green living;

- To help Ss identify some verbs with prepositions.
b. Content:
- Task 1: Listen and read. (p.32)
- Task 2: Read the conversation again and tick the green ideas mentioned in task 1. (p.33)
- Task 3: Find words and phrases in Task 1 with the following meanings. (p.33)
- Task 4: Complete the sentences with words from task 1. (p.33)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the picture Questions:
reading. and answer the questions. 1. Who are the speakers?
- Ask Ss to look at the picture, the - Students listen to the 2. What do you think they
heading and the conversation, and ask recording. are discussing?
questions. - Students underline
- Play the recording twice for Ss to listen words/phrases related to Suggested answers:
and read silently along. Have Ss green living. 1. Nam and his friend,
underline words/phrases related to green - Students compare the words Mark.
living: awareness, refill, reusable, and phrases with their 2. They are talking about
ecotour, decompose…. partners. how to win an ecotour by
- Put Ss in pairs and ask them to compare - Students read the participating in a Green
the words and phrases they have conversation aloud. Classroom Competition.
underlined and discuss their meaning.
Then check comprehension as a class.
- Call on two or three pairs of Ss to read
the conversation aloud.
- In stronger classes, teacher asks Ss to
close their books and just listen to the
conversation once. Teacher asks some
comprehension questions to check
understanding. Then have them open
their books and listen again, this time
following the text and checking if their
answers were correct.
Task 2: Read the conversation again and tick the green ideas mentioned in task 1. (5 mins)
- Ask Ss to read the conversation again - Students work Answer key:
and tick the green ideas. Ask them to independently to do the 1.
identify and underline the key words in activity. 3.
the statements first. Then have them read - Students compare the
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the conversation again and locate the part answers in pairs. 5.

that contains the information for each
statement. Have them compare the
information in the conversation with
each statement to work out which is the
correct answer, and why.
- Have Ss work in pairs to discuss and
compare their answers.
- Check answers as a class. Encourage Ss
to explain where in the conversation they
can find the correct answer.
Task 3: Find words and phrases in Task 1 with the following meanings. (6 mins)
- Have Ss look at the first letters of the - Students read the Answer key:
words. Explain that these words are all in conversation again and work 1. cleaning up
the conversation in Activity 1. independently to do the 2. eco-friendly
- Ask Ss to read the definitions and find activity. 3. decompose
the words so that the words on the right - Students share and check 4. carbon footprint
match the definitions on the left, and they the answers.
should start with the letters given.
- Allow Ss to share answers before
discussing as a class.
- Check answers as a class.
- Write the correct answers on the board.
Task 4: Complete the sentences with words from task 1. (5 mins)
- Tell Ss to read the sentences. Focus - Students work individually Answer key:
attention on the blanks. to complete the sentences 1. away
- Ask Ss to complete the sentences, using - Students share and check 2. which
the words and phrases from the the answers. 3. off
conversation in task 1. 4. on
- Check answers as a class. 5. which

e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss memorize the key information about living green;
- To get Ss to speak about some ways to protect the environment.
b. Content:
- Make a mind map about ways to protect the environment.
c. Expected outcomes:
- Ss can make a mind map and present it before class.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Make a mind map about ways to protect the environment. (10 mins)
- Teacher lets Ss work in groups of 4. Give - Students work in groups to Students’ own
each group a big sheet of paper and colours. follow the teacher's creativity
- Give instructions to students. instruction.
- Ask students to make a mind map. - Students perform in front of
- Teacher asks all groups to stick their works the class.
on the blackboard.
- Teacher calls on some groups to present
their map.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to
the best group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8
Board plan

Date of teaching
Unit 3: GREEN LIVING
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. awareness (n)
2. decompose (v)
3. reusable (adj)
4. carbon footprint
Task 1: Listen and read.
Task 2: Tick the correct answer.
Task 3: Find words and a phrase.
Task 4: Complete the sentences.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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Mind Map
*Homework
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UNIT 3: GREEN LIVING

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Green living
- Recognise and practise diphthongs /ɪə/, /eə/, and /ʊə/
- Use verbs with prepositions, and phrasal verbs correctly
- Use relative clauses to refer to the whole sentence correctly
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be eager to learn more about ways to protect environment
- Develop self-study skills

II. MATERIALS
- Grade 12 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

VERBS WITH PREPOSITIONS

1. V + prep. + O: - V + about: ask, care, talk, think, learn,...
The meaning of these two words is usually - V + for: ask, apply, apologise, wait, prepare,...
very similar to the original meaning of the - V + to: introduce, refer, respond, listen,
verb. explain,...
2. V + prep = a phrasal verb work out, carry out, turn on, turn off, look for,
The meaning of a phrasal verb is often look after, look up,...
very different from the original meaning of
the main verb. Phrasal verbs use adverbs
as well as prepositions.

RELATIVE CLAUSES REFERRING TO A WHOLE SENTENCE

We use a non-defining relative clause to Eg:
refer to all the information in the previous More and more people are interested in
clause. This type of clause is introduced recycling nowadays, which is good for the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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with the relative pronoun which. environment.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Kim’s game
c. Expected outcomes:
- Students can revise vocabulary related to green cleaning.
- Students can do all the exercises.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Kim’s game - Students work in groups to do the Keys:
- Divide the class into two teams. activity. ear, pears, chair, deer,
- Give instructions. Look at the - Students remember and write stairs, tourists
pictures in 10 seconds. Try to words on the board.
remember all the pictures without
writing anything. Students have 2
minutes to go to the board and write
the words one by one. The team
with more correct answers becomes
the winner.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
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- To help Ss recognise and practise diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a
complete text.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.33)
- Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen
and check. Then practise saying the sentences. (p.33)
c. Expected outcomes:
- Students can correctly pronounce diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a
complete text.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)
- Remind Ss what a diphthong is and - Students listen to the Scripts:
elicit the ones they have learnt so far. recording, and then repeat the /ɪə/: idea, years
Ask them if they know any other words. /eə/: awareness, air
diphthongs. conditioners
- Students add more examples
- Ask Ss to listen to the recording. Have of the words that contain the /ʊə/: sure, ecotour
them pay attention to the diphthongs diphthongs /ɪə/, /eə/ and /ʊə/.
/ɪə/, /eə/ or /ʊə/ in each word. In weaker
classes, write the words on the board and
underline the letters representing these
sounds, e.g. idea, awareness, sure.
- Ask Ss to listen to the recording again,
but this time, have them repeat the
words.
- In stronger classes, put Ss in pairs and
have them add more examples of words
containing the diphthongs, e.g. /ɪə/near,
here, prettier, beer, weird; /eə/ hair, bear,
share, compare, Claire; /ʊə/secure,
curious, during, endure. Elicit from Ss
the various spellings of the diphthongs.
Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and
check. Then practise saying the sentences. (6 mins)
- Students underline the words Answer key:
- Ask Ss to read quickly through the text
with the diphthongs /ɪə/, /eə/ 1. There are many
to get a broad understanding.
and /ʊə/ first. Then listen to volunteers here to help
- Have Ss work in pairs to underline the
the recording. clean up the beach.
words with the diphthongs /ɪə/, /eə/ and
- Students read the whole text 2. Ecotourism encourages
/ʊə/ in each sentence.
aloud. the tourists to develop eco-
- Ask them to listen to the recording and
check their answers. friendly habits when
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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- Have Ss practise reading the whole text travelling.

aloud in pairs.
- In weaker classes, ask Ss to read the 3. It is clear that not all
underlined words containing the people are aware of the
diphthongs first before reading aloud the negative impact of their
whole text. daily habits on the
environment.
- In stronger classes, have pairs make 3-5
sentences about a specific topic (e.g.
famous people), containing as many
diphthongs /ɪə/, /eə/ and /ʊə/ as possible.
Invite them to read these sentences aloud
in front of the class, and have other
students listen and count the number of
correct words with diphthongs. The
pair(s) with the most correct diphthongs
are winners.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to the topic Green living.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match each word (1-5) with its meaning (a-e). (p.34)
- Task 2: Complete the following sentences using the correct forms of the words in Task 1.
(p.34)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match each word (1-5) with its meaning (a-e). (6 mins)
- Have Ss look at the pictures and tell you - Students match each Answer key:
what they describe, e.g. word/phrase on the left with the 1. e
1. running tap water. Ask questions such as, one on the right 2. a
Why is running tap water a waste? (because - Students study the meanings 3. d
the clean water goes into the sewage and underline key words. 4. b
system and has to be treated and pumped 5. c
again) Why do some people leave the tap
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running? (because they’re careless). Try to

elicit some of the words used in the
definitions.
- Have Ss match each word with its meaning.
- In weaker classes, do the first one as an
example before asking Ss to match the rest
individually or in pairs.
- Check answers as a class.
- Point out that Ss have learnt the word
waste, but with a different meaning, i.e.
materials that are no longer needed and are
thrown away. Elicit some sentences, e.g.
Cleaning up industrial waste is expensive. It
is illegal to dump waste in rivers.
Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (6 mins)
- Tell Ss to read the sentences carefully and - Students read the sentences Answer key:
decide which word in 1 can be used to carefully and decide which 1. waste
complete each of the sentences. Ask them to words can be used. 2. packaging
change the forms of some words if necessary. - Students explain the meaning 3. containers
- Check answers as a class by asking some Ss of each phrase. 4. reuse
to read the completed sentences. - Students read the complete 5. landfill
Extension: Put Ss in groups and have each sentences.
group come up with synonyms and related
words and phrases, e.g. waste: misuse, abuse,
squandering, destruction, not good use.
Explain the meaning of any unfamiliar words
and have Ss make sentences with them, e.g.
Misuse of pesticides can cause soil pollution.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise and practise the use of verbs with prepositions in short sentences.
- To help Ss recognise and practise the use of relative clauses referring to a whole sentence in
short sentences.
b. Content:
- Task 1: Complete the sentences with the suitable prepositions. (p.35)
- Task 2: Combine the sentences using relative clauses. (p.35)
- Task 3: Work in pairs. Talk about green things and activities you and your family often do.
Use verbs with prepositions or phrasal verbs, and relative clauses referring to the whole
sentence. (p.35)
c. Expected outcomes:
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- Students know how to use verbs + prep, phr.V and relative clauses and can apply them to
give a short talk on the given topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Complete the sentences with the suitable prepositions. (3 mins)
- Ask Ss to read the notes in the Remember! - Students read the notes in the Answer key:
box to remember the use of prepositions after Remember! box. 1. about
some verbs. Give more explanation and - Students write the correct 2. on
examples if necessary. prepositions. 3. out
- Ask Ss to complete the sentences with the - Students explain their 4. after
suitable prepositions. Tell them to pay answers.
attention to the meaning of each sentence and
the grammatical clue (i.e. which verb comes
before the blank, and which preposition often
follows that verb, as suggested in the
Remember box).
- Check answers as a class. Go through each
sentence and ask Ss to explain the meaning of
the whole phrase, e.g. 1. We use ‘about’,
because ‘care about’ means ‘worrying about
or paying attention to’.
Task 2: Combine the sentences using relative clauses. (4 mins)
- Ask Ss to read the notes in the Remember! - Students read the notes in the Answer key:
box to introduce the use of relative clauses to Remember! box. 1. Plastic takes
refer to a whole sentence. - Students combine the hundreds of years to
- Ask Ss to combine the sentences using sentences and explain their decompose in the
relative clauses. In weaker classes, remind answers. ground, which
them that each clause should refer to the (explains why it) is
whole sentence that comes before it. harmful to the
- Check answers as a class by asking some environment.
students to write the full sentences on the 2. Public transport
board. does not pollute the
air as much as private
vehicles, which is why
more people
should consider using
it.
3. All students work
very hard to help
clean up the school,
which is encouraged
by the teacher/ the
teacher encourages.
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Task 3: Work in pairs. Talk about green things and activities you and your family often do. Use
verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence. (6
mins)
- Ask Ss to work in pairs. Ask them to take - Students work in pairs.
Suggested answers:
turns to talk about green things and activities - Talk about green things and
they and their family often do. They should activities they and their family My family often get
make 3-5 sentences, using the verbs with often do. around our city by
prepositions or phrasal verbs, and relative bicycle, which is
clauses referring to the whole sentence as more friendly to the
much as they can. environment than
- Encourage them to study the example in using a car or
pairs first. Tell them to pay attention to the motorbike.
use of verbs with prepositions or phrasal
I often help clean up
verbs, and relative clauses referring to the
whole sentence. our neighbourhood
- Encourage them to speak without writing with the family, which
down the sentences. For weaker classes, is a fun activity to do
allow them to write the sentences first before at weekends.
reading them aloud. I often help my mother
- When they finish, invite some pairs to read sort out the household
the sentences aloud in front of the class. waste, which helps
Correct any misuse of verbs with prepositions reduce the waste
or phrasal verbs, and relative clauses entering landfills.
referring to the whole sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Board plan
Date of teaching
Unit 3: Green living
Lesson 2: Language
* Warm-up
Kim’s game
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* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Underline the words.
* Vocabulary
- Task 1. Match each word with its meaning.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Complete the sentences.
- Task 2. Combine the sentences.
- Task 3. Talk about green things and activities.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 3: GREEN LIVING

Lesson 3: Reading – Going green with plastics

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in emails about green ways to deal with plastic
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be responsible for saving the environment
- Develop self-study skills

II. MATERIALS
- Grade 12 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. leftover (n) /ˈleftəʊvə / remaining after all the rest has been đồ ăn thừa
used, taken, or eaten

2. contaminated /kənˈtæmɪneɪtɪd/ poisonous or not pure ô nhiễm

(adj)

3. get rid of /ɡet rɪd əv/ to throw away or destroy something loại bỏ
you do not want anymore

4. rinse (v) /rɪns/ to wash something with clean water tráng qua
only, not using soap

5. convenience (n) /kənˈviːniəns/ the quality of being useful, easy or sự thuận tiện
suitable for somebody

Assumption
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Anticipated difficulties Solutions

Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are going
to learn about in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch the video. Link:
- Teacher plays the video. - Students raise their hands to https://www.youtube.com/watch?
- Teacher asks students some answer the questions. v=_6xlNyWPpB8
questions related to the video. Questions:
- Teacher observes and gives 1. How many stories are there in
feedback to students’ answers. the video?
2. What happened to the first plastic
bottle?
3. What happened to the second
plastic bottle?
4. What happened to the third
plastic bottle?

e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
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- To get students learn vocabulary related to the topic;

- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs to solve the quiz. (p.35)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs to solve the quiz. (4 mins)
- Have Ss look at the picture and elicit the - Students work in pairs and Key:
topic, e.g. There is too much plastic waste. solve the quiz. 1. C
Our oceans and rivers are polluted by - Students write questions 2. C
plastic. Millions of plastic bottles and bags they want to know on the 3. A
end up in our oceans every year. board. 4. A
- Read through the quiz and check
understanding.
- Ask Ss to work in pairs to answer the
questions.
- Ask some pairs to share their answers with
the whole class.
- Ask what other information they want to
know about the topic. Write their questions
on the board.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. leftover (n)
vocabulary by pictures. guess the words. 2. contaminated (adj)
- Teacher checks students’ understanding - Students write down the 3. get rid of
with the “Rub out and remember” new words in their notebook. 4. rinse (v)
technique. 5. convenience (n)
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
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- To help Ss develop reading skills for specific information.

b. Content:
- Task 2: Read some extracts from the emails sent to the Teen magazine. Match the
highlighted words and phrases (1-4) with the pictures (a-d). (p.36)
- Task 3: Read the email extracts again. Complete the summary notes with information from
the text. Use no more than TWO words for each gap. (p.37)
- Task 4: Read the email extracts again. Match the following information with the right
names. (p.37)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read some extracts from the emails sent to the Teen magazine. Match the highlighted
words and phrases with the pictures. (6 mins)
- Ask Ss to read the text. Ask them to - Students read the text and Answer key:
locate the highlighted words/phrases in locate the highlighted words 1. c
the text, e.g. 1. The phrase ‘cardboard individually. 2. a
boxes’ is found in the sentence: “The - Students study the context 3. d
supermarket near my house even provides and do the tasks as required. 4. b
cardboard boxes.” Strategy: Reading for
- Ask students to study the context vocabulary
(including the sentence containing the To read and understand the
word/phrase as well as neighbouring meanings of words/phrases
sentences) carefully, e.g. 1. I try to use in context, students
fewer plastic bags when shopping. The should:
supermarket near my house even provides 1. Locate the word or
cardboard boxes so I can pack my phrase in the text.
groceries and get rid of plastic packaging! 2. Study the context
- Encourage Ss to study the pictures to see (including the sentence
which one best represents the containing the word/phrase
word/phrase. E.g. 1. Picture C is the as well as neighbouring
correct match, because it shows images of sentences) carefully.
boxes which can be used to contain things 3. Try to replace the
such as groceries and can replace plastic word/phrase with each
bags at stores and supermarkets. choice to see which one
- In weaker classes, check understanding best replaces the
of the words by asking Ss to make word/phrase.
sentences with them.
Task 3: Read the email extracts again. Complete the summary notes with information from the
text. Use no more than TWO words for each gap. (7 mins)
- Ask Ss to study the summary notes to - Students read the extracts Answer key:
get the general ideas. Make sure they again. 1. cardboard boxes
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understand that each idea on the right are - Students write no more than 2. reusable
examples of ways to deal with single-use two words for each gap. 3. plastic bags
plastic on the left. In weaker classes, give - Students check answers with 4. numbers
Ss an example, e.g. To reduce the use of the whole class and give 5. rinse out
single-use plastic, we could use cardboard explanations for their choice.
boxes instead of plastic packaging.
- Draw their attention to each gap.
Encourage Ss to guess the type of
information they need for each gap. E.g.
For Blank (1) we need a noun or noun
phrase in plural. For Blank (2) it is a
singular noun or noun phrase.
- Underline key words in the notes to
locate the information in the passage. E.g.
Blank (1) is related to the idea of reducing
plastic packaging. Therefore, it can be
found in the first extract (by Hai, 18).
- Read the parts that contain the key
words carefully to identify the
words/phrases.
- Make sure the word/phrase for each
blank is exactly the same as taken from
the passage. It should fit the gap in terms
of both form and meaning. Finally, it
should not exceed the word limit.
- Check answers as a class.
Task 4: Read the email extracts again. Match the following information with the right names. (7
mins)
- Ask Ss to study the list of people's - Students do the matching. Answer key:
names and locate them in the passage. - Students compare their 1. e
Remind them that their names can be answers with partners then 2. a
found at the end of the extracts. check with the whole class. 3. d
- Encourage Ss to underline key words in 4. b
the statements. E.g. 1. This person has 5. c
learnt from a past mistake how to recycle
things properly. 2. This person’s green
lifestyle is supported by a local business.
- Have Ss re-read each person's or ideas
and compare them with the list of options.
Encourage them to pay attention to
paraphrases and implications (if any). E.g.
Hai’s extract does not mention any
mistake as in Statement 1, or recycling
symbols in Statement 3. Nor does it talk
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about the drinking water as in Statement 4

or the use of single-use containers as in
Statement 5. However, it talks about a
local business (i.e., “a the supermarket
near my house”) and how it supports
his/her green lifestyles (i.e., The
supermarket near my house even provides
cardboard boxes so I can pack my
groceries and get rid of plastic
packaging). So 2 is the correct match with
Hai.
- Check answers as a class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To help Ss use the language and ideas from the unit to express their ideas and opinions.
b. Content:
- Task 5: Work in pairs. Discuss the following questions. (p. 37)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about their habits.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the following questions. (p. 37)
- Ask Ss to work in pairs. Have - Students practise speaking Suggested answers:
them discuss which green habits in pairs. Similarly to Hai, I try to use less
mentioned in the article have - Students share their plastics when I go shopping. I also
been adopted by them. Encourage answers with the whole class. reuse any takeaway containers like
them to say which ones they want - Students listen and give Hoang. Besides, I bring a reusable
to try in the future. feedback. water bottle to school like Phuong.
- Invite some pairs to share their But I have never paid attention to
answers with the whole class. the numbers at the bottom of plastic
objects described by Ha. Neither do
I rinse out plastic objects carefully
before recycling them as Binh
recommends. So I think I will try to
adopt Ha’s and Binh’s green habits
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in the future.
e. Assessment
- Teacher’s observation on Ss’ performance.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Write a paragraph about what green habits you would like to develop in the future.
- Prepare for the next lesson – Speaking.

Board plan

Date of teaching
Unit 3: Green living
Lesson 3: Reading
* Warm-up
Video watching

Vocabulary
1. leftover (n)
2. contaminated (adj)
3. get rid of
4. rinse (v)
5. convenience (n)
- Task 1: Solve the quiz.
- Task 2: Match the highlighted words with the pictures.
- Task 3: Complete the summary notes.
- Task 4: Match the information with the right names.
- Task 5: Discussion.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 3: GREEN LIVING

Lesson 4: Speaking – Paper: Reduce, Reuse, and Recycle!

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Discuss ways to reduce, reuse, and recycle paper and express an opinion.
- Memorise vocabulary to talk about how to reduce, reuse and recycle.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware and more responsible with the products used every day.

II. MATERIALS
- Grade 12 textbook, Unit 3, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. sort (v) /sɔːt/ to arrange things in groups or in a phân loại
particular order according to their type,
etc.; to separate things of one type from
others

2. packaging (n) /ˈpækɪdʒɪŋ/ materials used to wrap or protect bao bì

goods that are sold in shops

3. waste (n) /weɪst/ materials that are no longer needed and rác thải
are thrown away

Assumption

Anticipated difficulties Solutions

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students brainstorm, then raise Suggested answers:
- Teacher brings a piece of cloth, hands to give answers. - throw it away.
then asks students: What can you - make it into a flower
do with this piece of cloth? - put it aside for future use
- use it as a cleaning cloth
…
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss discuss ways to reduce, reuse, and recycle paper and express an opinion.
b. Content:
- Task 1: How can we save trees, energy, and water used to make paper? Sort these activities
into Reduce, Reuse, or Recycle activities. (p.37)
- Pre-teach vocabulary
- Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (p.37)
c. Expected outcomes:
- Ss will be able to discuss ways to reduce, reuse, and recycle paper and express an opinion.
- Students have an overview of 3R.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: How can we save trees, energy and water used to make paper? Sort these activities into
Reduce, Reuse, and Recycle activities. (7 mins)
- Elicit three main ways to deal with - Students work individually KEY:
plastic they learned from the last lesson to decide. a. Reduce
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(i.e., Reduce, Reuse, Recycle). Tell - Students share their answers. b. Recycle
them that they can do the same with c. Reduce
another type of common waste around d. Reuse
them as well, which is paper. e. Reduce
- In stronger classes, ask them to f. Reduce
brainstorm some ideas to reduce, reuse, g. Reuse
and recycle paper without looking at the h. Reduce
book. i. Recycle
- Ask Ss to work in pairs and sort out
the activities into Reduce, Reuse or
Recycle activities. Make sure they
understand all the statements before
they start.
- Check their answers as a whole class.
Task 2: Work in pairs. Talk about how to reduce, reuse, and recycle paper. (8 mins)
- Put Ss in pairs. Ask them to read the - Students work in pairs to talk Suggested answers:
questions in the book before discussing about how to reduce, reuse - I’m/We’re doing Options c
them. and recycle paper. (printing on both sides of
- In weaker classes, ask them to look at - Students compare their notes the paper), f (using smart
some useful expressions for discussion with their partners. devices to take notes instead
in the appendix of their book if they of using paper) and g (using
need help. the blank side of a sheet to
- Walk around and offer help when take notes).
necessary. – I/We suggest donating
- Ask some pairs to share their ideas in second-hand books to
front of the class. charity or schools and local
libraries instead of
throwing them away.
Cardboard boxes around the
house could be used to store
things, or turned into useful
objects such as decorations,
pencil cases or pen stands.
These simple ways can help
us save trees by reusing
used paper products, rather
than throwing them away
after a single use.

e. Assessment
- Teacher gives corrections and feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 3: LESS-CONTROLLED PRACTICE (22 mins)

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a. Objectives:
- To help Ss practise discussing in groups about ways to reduce, reuse and recycle paper;
- To help some students enhance presentation skills.
b. Content:
- Task 3: Work in groups. Read the situations below and think of some possible responses to
promote a greener lifestyle. Provide reasons for each answer. (p.37)
- Task 4: Report your group's answers to the whole class. Vote for the most interesting
responses. (p.37)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about the activities they have
been doing to protect the environment.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3 + 4: Work in groups. Read the situations below and think of some possible responses to
promote a greener lifestyle. Provide reasons for each answer.
- Ask them to read the situations and - Students work in groups, use Suggested answers:
study the example for the first the notes and think of ways to 2. We shouldn’t print them all
situation in the book. Make sure give responses. out. It is a waste of resources
they understand them. - Students add more reasons. such as paper and ink. We can
- Put Ss in groups of three or four. - Report group’s answers to reduce the use of paper by
Tell them to think of some possible the whole class. reading and summarising the
responses to promote a greener information in a Word file first,
lifestyle with paper as well as then only printing out the most
provide good reasons for their important parts. When we have
responses. to print something out, we
- In weaker classes, ask them to look should make sure we use both
at some useful expressions for sides of the paper.
discussion in the appendix of their 3. We think we should replace
book if they need help. Post-it notes with something
- Walk around and offer help when else. We can take turns to write
necessary. on the board, or on the unused
- Have some Ss or groups share their side of printouts. Alternatively,
answers to each situation in front of we can ask people to type on
the class. their smartphones, then we can
- Praise for good effort, well- project their introductions on a
structured responses, and fluent TV screen. It will be friendlier
delivery. to the environment.
- After all groups present their
responses to a situation, ask the class
to vote for the most interesting
answer.
- Count the votes for each group and
announce the winners.
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e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about what you have done to save the environment.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board plan

Date of teaching
Unit 3: Green living
Lesson 4: Speaking
* Warm-up
Brainstorming

Task 1: Sort activities.

Task 2: Talk about how to reduce, reuse and recycle paper.
Task 3+4: Practise giving responses to promote a greener lifestyle.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 3: GREEN LIVING

Lesson 5: Listening – Creating a compost pile

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen to instructions about creating a compost pile;
- Memorize vocabulary to talk about creating a compost pile.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. compost (n) /ˈkɒmpɒst/ a mixture of decayed plants, leaves etc phân hữu cơ
used to improve the quality of soil

2. layer (n) /ˈleɪə/ an amount or piece of a material or lớp

substance that covers a surface or that is
between two other things

3. pile (n) /paɪl/ things of the same type that are put on top đống, chồng
of each other

Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
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- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Video watching
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch the video Link:
- Teacher asks students to watch and answer the questions. https://www.youtube.com/watch?
a video. v=LxNumOifkT0
- Ask Ss some questions about Suggested questions:
the video. - What does 3R stand for?
- Teacher observes Ss and gives - What things can we reduce?
feedback to their answers. - How can we recycle according to
the video?
- How many things can we reuse?
What are they?
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Match the words and phrases (1-5) with the pictures (a-e). (p.38)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some new words.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words and phrases (1-5) with the pictures (a-e). (9 mins)
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- Ask Ss if they know what a compost pile is, - Students read the definitions Answer key:
or how to make one. and do the matching. 1. c
- In weaker classes, read the definition of - Students check answers with 2. e
compost and elicit the matching picture. the whole class. 3. d
Have Ss read the definitions and explain any - Students read new words 4. b
difficult words. aloud and write them in the 5. a
- Have Ss match the other words/phrases and notebook.
their definitions with the pictures. Tell them
that the words and phrases will appear in the
conversation they are going to listen to.
- Check answers as a class.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for specific information;
- To help Ss practise listening for instructions and understand the main steps to take.
b. Content:
- Task 2: Listen to a conversation about the main steps in creating a compost pile. Number
the pictures in order. (p.38)
- Task 3: Listen again. Decide whether the statements are true or false. (p.39)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Listen to a conversation about the main steps in creating a compost pile. Number the
pictures in order. (10 mins)
- Tell Ss that they are going to listen to - Students make predictions Answer key:
instructions to make a compost pile. before listening. 1. c
- Put the Ss in pairs and have them study the - Listen and check the order. 2. b
pictures carefully before playing the 3. d
recording. Encourage them to describe what 4. e
they see in each picture to each other. E.g. In 5. a
Picture a, I can see someone is mixing up a
lot of things such as dried leaves and
vegetable pieces.
- Ask Ss to listen carefully and select the
pictures in the order they hear. Also, suggest
that they can take notes and use these notes to
arrange the main ideas later if they want.
- Check answers as a class.
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Task 3: Listen again. Decide whether the statements are true or false. (10 mins)
- Tell Ss that they are going to listen to the - Students read the questions Answer key:
recording again. This time, they should and underline the key words. 1. F
decide whether each statement (1-5) is true or - Students listen and decide T 2. T
false. or F. 3. T
- Have them read the statements and 4. F
underline the key words. 5. F
- Ask them to listen and pay attention to the
key words, as well as paraphrases of these
key words.
- Tell them to write T (True) if the statement
matches the information in the recording, and
F (False) if it doesn't.
- Play the recording. Ask Ss to circle the
correct answers.
- Check answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To help Ss use the language and ideas from the listening to share their experiences of
dealing with household and garden waste.
b. Content:
- Task 4: Work in groups. Discuss these questions.
How do you manage your household and garden waste? Is it environmentally friendly? (p.39)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about managing your
household and garden waste.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in groups. Discuss the questions.
- Ask Ss to work in groups. - Students work in groups Suggested answer:
Have them discuss the ways and discuss. In my group, most people including
they have used to manage their Students share their ideas to me simply throw away household and
household and garden waste, the whole class. garden waste. Some pile up and burn
and share opinions if these the dry leaves in their garden.
ways are sustainable or not. Throwing away or burning waste is
- Invite some groups to share not sustainable as there are many ways
their answers with the whole to reuse or recycle such waste.
class. Moreover, burning dry leaves is not
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only polluting the environment, but

also increasing fire risks. We all
agreed that we should try to manage
our household and garden waste in a
way that is more eco-friendly and
sustainable.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 5: Listening
*Warm-up
Video watching

- Task 1: Matching.
- Task 2: Listen and number.
- Task 3: True or false
- Task 4: Discussion.

*Homework
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UNIT 3: GREEN LIVING

Lesson 6: Writing – A problem-solving report on green solutions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Ss will be able to write a report to analyse a problem and suggest solutions for a greener
lifestyle;
- Apply structures to write a report.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work.
3. Personal qualities
- Be eager to think of solutions to environmental problems.

II. MATERIALS
- Grade 12 textbook, Unit 3, Writing
- Computer connected to the Internet
- Projector / TV
- Plastic bottles
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Create a situation. Ask students what they should do.
c. Expected outcomes:
- Students are eager to give solutions.
d. Organisation
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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Situation - Students brainstorm the ideas Students’ own
- Teacher brings some plastic bottles into and share with the whole class. answers.
class and throws them here and there.
- Teacher asks students: What should you do
when you see people throwing rubbish
improperly?
- Teacher listens to Ss’ answers and gives
feedback.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITING (9 mins)

a. Objectives:
- To help Ss generate ideas for their writing;
- To familiarize Ss with the structure and language of a problem-solving report;
b. Content:
- Task 1: Work in pairs. Complete the notes using the words in the box. (p.39)
- Task 2: Read a problem-solving report and match the sections (A-D) with the correct
headings (1-4). (p.39)
c. Expected outcomes:
- Students understand the problems, then give their own ideas.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Complete the notes using the words in the box. (8 mins)
- Ask Ss to skim through the table. Make sure - Students work in pairs and Answer key:
they understand the problems and consequences complete the table. 1. recycle
listed on the left and the words / phrases in the - Students share their 2. automatic
box. answers with their partner 3. compost piles
- Put Ss in pairs. Ask them to complete the table and check with the whole 4. public transport
using the words / phrases in the box. Remind class.
them that the green solutions they complete on
the right should respond well to the problems and
consequences on the left.
- Check their answers as a class.
Task 2: Read a problem-solving report and match the sections (A-D) with the correct headings (1-
4). (8 mins)
- Have Ss skim through the problem-solving - Students read the text and Answer key:
report. In weaker classes, read each part and decide the suitable headings. A - 3
check if Ss know the words. - Students check the answers B - 2
- Have Ss match the sections (1-4) with the with the whole class. C-4
correct headings (A-D). D-1
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- Check answers as a class.

- Ask Ss to read the Tips box. Use the text to
illustrate each part. E.g. Part 1 is the introduction,
because It gives a brief introduction presenting
the problem (i.e., single-use plastic in the school)
and solutions (i.e., suggesting three solutions to
the problem)
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:
- To help Ss practise writing a problem-solving report.
b. Content:
- Task 3: Choose one of the problems in Task 1, and write a problem-solving report (180
words). Use the model in Task 2 and the outline with useful expressions below to help you.
(p.40)
c. Expected outcomes:
- Students can write a report on how to solve a problem.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Choose one of the problems in 1, and write a problem-solving report (180 words). Use the
model in 2 and the outline with useful expressions below to help you.
- Tell Ss that they are going to - Students brainstorm for the Suggested answer:
write a problem-solving report. ideas and the language Introduction
They should use the ideas and necessary for writing This report describes the problem of
the model in Activity 1 and 2, - Students write the first draft traffic jams, noise and air pollution at
as well as the outline with individually using the ideas in the school gate and suggests two
useful expressions in this task 1 and 2. solutions to the problem.
activity. Problem
- Give Ss a time limit. In Many parents drive their children to
weaker classes, put Ss in pairs school and pick them up from school.
or groups to help each other. This creates long queues of private
Walk around the class to cars and motorcycles outside the
provide help when necessary. school gate twice a day, five days a
- In stronger classes, have Ss week. As a result, traffic jams, noise
work individually, then swap and air pollution have increased. This
their drafts with a partner and is not good for the health of
comment on each other’s students and parents as well as the
ideas, vocabulary and environment.
grammar. If time allows, Solutions
encourage Ss to make To solve this problem, we suggest
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revisions based on peer two solutions. First, students should

feedback before they produce be encouraged to take public transport
a final draft. if they live far away from school. The
- Collect Ss’ writing tasks and school could arrange for free bus
give face-to-face feedback in tickets to motivate students to use
private, or give them back with public buses. Second, those who live
some written feedback. near school should be invited to join
the school Cycling-to-school
programme, which will help them
find an experienced cycling buddy
who lives nearby and knows the safe
cycling routes to school.
Conclusion
Using public transport and cycling to
school will lead to a greener school
environment, and help promote a
green lifestyle among young people.
Therefore, we recommend you put the
suggested solutions into practice as
soon as possible.
e. Assessment
- Teacher gives observations and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing TOTAL: …/50
and gives feedback on it as a model.
- Teacher chooses some useful or excellent
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words/ phrases/ expressions/ word choices Ss

have used to give suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without nominating
the Ss’ names.
e. Assessment
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 6: Writing
*Warm-up
Situation

- Task 1: Complete the notes.

- Task 2: Match the sections with the headings.
- Task 3: Write a report.
- Peer review

*Homework
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UNIT 3: GREEN LIVING

Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review expressions for making predictions.
- Identify traditions that are bad for the environment and suggest solutions.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be aware of keeping the earth green.

II. MATERIALS
- Grade 12 textbook, Unit 3, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before
deliver a speech.
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Who says it?
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c. Expected outcomes:
- Students can get knowledge about how harmful our festival traditions are.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game (PPT slides) - Students listen to the Suggested ideas:
- Teacher divides the class into two instructions and guess the 1. Holi festival (India)
teams. name of the festival/tradition. 2. Lantern festival
- Teacher shows 5 pictures. 3. fireworks
- Students have to say the name of the 4. Christmas
festival/tradition in each picture. 5. Balloon festival
- If the answer is correct, they get one
point for their team. If the answer is
incorrect, the chance is transferred to the
other team.
- The team with the higher score is the
winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers make predictions.
- To review expressions for making predictions.
- To help Ss practise making predictions.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in pairs (p.40)
- Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these
situations. One of you is A, the other is B. (p.40)
c. Expected outcomes:
- Students can use appropriate language to make predictions.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs. (7 mins)
- Give Ss some time to skim - Students listen to the recording. Answer key:
through the conversations. Use the - Students complete the 1. D
photos to illustrate the context of conversation with phrases in the 2. B
the conversation if necessary. E.g. box. 3. C
Mark and Nam seem to be talking - Students practise the 4. A
about the Green classroom conversation in pairs.
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competition and how to win the

first prize.
- Play the recording once in
stronger classes and twice in
weaker classes.
- Check answers as a class. Play
the recording again, pausing after
each blank to confirm the correct
answers.
- Put Ss into pairs and have them
practise the conversation.
Useful expressions (6 mins)
- Teacher asks students to give - Ss think of other expressions to
Making predictions.
some expressions for making make predictions. - I guess/ think/ expect…
predictions. - … is going to…
- T asks if Ss can add some more - … will…
expressions. - it’s likely/ unlikely that
- it’s hard to predict/say…
Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations.
One of you is A, the other is B. (6 mins)
- Tell Ss that the words they used - Make plans for the role-play Sample answers:
to fill in the gaps in Activity 1 are - Practise the role-play 1. A: I wonder if the Youth Union
used to make predictions. conversation, based on the two will accept our proposal to install
- Ask Ss to read the list of useful situations. automatic lights and sensor taps in
expressions and check - Swap the role and continue our school. I really hope they will.
understanding. practising. B: It’s really hard to say. I mean
- Put Ss in pairs and explain the - Perform in front of class. they are going to like the idea, but
task: to role-play conversations it’s unlikely that they will install
similar to the one in Activity 1, them around the school because
but based on the two situations. Ss it’s going to cost a lot of money. I
should play the roles given in this guess they may install them in the
activity. toilets first.
- Give Ss a few minutes to plan 2.
their conversations before they B: I’m so excited about the Green
role-play them (e.g. who will be Day event next week. Do you
Student A, who will be Student B, think many people will come?
and have them underline key A: I guess around 300 people will
words in the task question). Have come to the event. That will
them write down some prompts to include students, teachers and
help them. Encourage them to some parents.
swap roles. B: That’ll be great. What activity
- Walk round the class and do you think will be most
provide help when necessary. popular?
- Ask some pairs to role-play their A: It’s hard to say, but I think our
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conversations in front of the game booth will attract a lot of

whole class. Praise for good people. Everyone loves playing
effort, clear pronunciation and games and winning eco-friendly
fluent delivery. prizes!
B: I agree. Do you think the event
will make a huge impact?
A: Certainly! People are going to
love the Green Day! I expect that
as a result, many of the
participants will adopt greener
habits in the future.
e. Assessment
- Teacher checks students’ answers as a whole class.
- Teacher observes and gives feedback.

3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To help Ss learn about the possible environmental damage caused by some cultural
traditions around the world.
- To help Ss relate what they have learnt about some cultural traditions to real-life situations.
b. Content:
- Task 1. Read the following text. What are the environmental problems of each tradition as
mentioned in the text? Put a tick where relevant. (p.41)
- Task 2. Work in pairs. Suggest some green solutions to replace one of the traditions. (p.41)
c. Expected outcomes:
- Students memorise the information, and relate what they have learnt about how damaging
some cultural traditions are to the environment.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following text. What are the environmental problems of each tradition as
mentioned in the text? (10 mins)
- Ask Ss to look at the photos and ask - Students put a tick where Key:
some questions to find out what they the damage is relevant.
1. Balloon and sky lanterns:
already know about the topic, e.g. Do - Students share their answers
Causing fires and harming
you know what traditions are shown and explain.
animals
in the photos? (releasing sky lanterns,
having a firework display, decorating 2. Fireworks: Polluting the air
a Christmas tree), Where/when are and causing fires
these traditions popular? (mostly in 3. Christmas trees: Polluting the
Asian countries on a full-moon night; air and ending up in landfills
in many countries at New Year’s Eve;
in many countries at Christmas), Do
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you think these traditions are

environmentally friendly? (answers
vary).
- Ask Ss what they want to know
about the topic. Write their questions
on the board, e.g. In what ways are
these traditions damaging to the
environment? What can be the
greener replacements for these
traditions?
- Ask Ss to study the comparison
table in Activity 1. Make sure they
understand the rows and columns.
- Tell Ss that they are going to read
about three famous festival traditions
around the world. As they read, they
should fill in the comparison table to
show the negative impact of these
traditions on the environment.
- Explain or elicit any new or difficult
words, e.g. frames, wildfires,
chemicals. In stronger class,
encourage them to guess their
meaning from context as they read the
text.
- Have Ss read the text and complete
the table individually.
- Check answers as a class.
- Go back to the questions on the
board, i.e. the things Ss wanted to
know about the topic. Ask which of
the questions they can answer now
and cross them out. Assign the rest
for homework.
Task 2: Work in pairs. Suggest some green solutions to replace one of the traditions. (5 mins)
- Put Ss in pairs. Have each pair - Students work in pairs to Suggested answers:
choose one of the traditions and discuss. - Instead of releasing balloons
discuss how they will make it more - Students share their ideas in and sky lanterns, people can fly
eco-friendly and reduce its impact on front of class. kites. Kites are made from
the environment. materials that are not easy to
- Ask some pairs to share their break and can be used many
answers with the class. times without creating
pollution. Kite flying is a
sustainable activity that uses a
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green power source – the wind.

- There are many eco-friendly
alternatives to fireworks. For
example, a firework display can
be replaced with a high-tech
laser light show. Laser lights do
not have a lasting impact on the
environment. Another option is
a drone display, which is also
safe and more environmentally
friendly. Drones do not release
any harmful chemicals into the
atmosphere and generate very
little noise pollution.
- We can buy a real Christmas
tree with roots still attached and
not damaged. We can plant it in
a big pot, and it will continue to
grow. When it is too big, we
can plant it in our garden. This
way, we won’t contribute to the
waste produced by real
Christmas trees thrown out
every year.
e. Assessment
- Teacher observes and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 7. Communication and Culture / CLIL
*Warm-up
Guessing game

*Everyday English
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Task 1: Listen and complete the conversation.

Task 2: Make similar conversations.

*CLIL
Task 1: Read the text and put a tick.
Task 2: Discussion

* Homework
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UNIT 3: GREEN LIVING

Lesson 8: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 3;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be aware of going green and saving the environment.

II. MATERIALS
- Grade 12 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Guessing words
c. Expected outcomes:
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- Students can recall the vocabulary they have learnt in Unit 3.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Guessing words - Students join the game, Suggested words:
- T divides the class into 2 teams. describe and guess the words. 1. hair
- T prepares some pieces of paper with suggested 2. pair
words written on them. 3. hear
- There are 8 words. 4. bear
- The teams take turns to choose 1 student to the 5. fear
board. This student will pick one paper, and 6. pear
explain the word so that the rest guess what word 7. ear
it is. 8. literature
- The team with the most points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review the pronunciation of the diphthongs /ɪə/, /eə/ and /ʊə/.
- To help Ss revise words they have learnt in this unit.
- To help Ss review the use of prepositions and relative clauses referring to a whole sentence.
b. Content:
- Pronunciation: Read the words and choose the odd one out. Then listen and check. (p.42)
- Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the
hidden word? (p.42)
- Grammar: Circle the mistake in each sentence. Then correct it. (p.42)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Pronunciation: Read the words and choose the odd one out. Then listen and check. (4 mins)
- Ask Ss to try to pronounce all the - Students pronounce the Key:
words in each line, paying attention to words, and choose the correct 1. C
the underlined sounds. answers. 2. D
- Tell them to choose the word with - Students check the answers 3. A
the underlined part which is with the whole class. 4. A
pronounced differently from the rest.
In weaker classes, give an example
first. E.g. 1. fair /eə/, hair /eə/,
container /eɪ/, pair /eə/. so C is the odd
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one out.
- Ask Ss to listen to the recording and
check their answers. Have them pay
attention to the diphthongs /ɪə/, /eə/
or /ʊə/ in each word.
- Ask Ss to listen to the recording
again, but this time, have them repeat
the words.
Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the hidden
word? ( 4 mins)
- Ask Ss to work in pairs to solve the - Ss work in pairs Answer key:
crossword. Remind them that all the - Ss solve the crossword.
words they need are in this unit, and
there is a hidden vertical word.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the
texts where these words first appear in
the unit and call out the section, e.g.
packaging first appears in the
Language section.
Grammar: Circle the mistake in each sentence. Then correct it. (4 mins)
- Ask Ss to read the sentences, - Ss identify the incorrect Answer key:
focusing on the underlined words. part, give corrections and 1. A (to about)
- Encourage them to pay attention to reasons for their corrections. 2. B (that which)
the words before and after the
3. C (with to)
underlined parts and decide if the
phrases are grammatically correct, e.g. 4. B (over away)
1. Answer choice A. ‘to’ is part of the
phrase ‘learn to recycling’, which is
incorrect. We say ‘learn to do sth’ or
‘learn about sth’, not ‘learn to doing
sth’. So A is the mistake.
- In weaker classes, remind them that
the focus today is on verbs with
prepositions and relative clauses
referring to a whole sentence. Ask
them to review the grammar
explanations and examples in the
Language section before they
complete the activity.
- Check answers as a class by asking
individual Ss to identify the mistakes,
correct them and provide reasons for
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their corrections.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise writing a leaflet.
b. Content:
- Eco-friendly habits
c. Expected outcomes:
- Students practice giving a presentation.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project throughout - All groups exhibit their Students’
the unit, the focus of this lesson should be on the leaflets and make presentations
final product, which is a leaflet presentation. presentations.
- Have Ss work in their groups. Give them a few - When one group makes a
minutes to get ready for the presentation. presentation, others listen and
- Give Ss a checklist for peer and self-assessment. complete the evaluation sheet.
Explain that they will have to tick appropriate
items while studying the leaflet or listening to the
presentation, and write comments if they have
any. The presenters should complete their self-
assessment checklist after completing their
presentation.
- If necessary, go through the assessment criteria
to make sure Ss are familiar with them.
- If most students are handing out copies of their
leaflets, ask them to swap their leaflets with one-
two other groups. Give them time to study the
leaflets and give written feedback and comments.
When they finish, ask them to return the leaflets
with comments to each other.
- If most students are giving a PowerPoint
presentations, invite one or two groups to present
their leaflets on the slides and briefly introduce
them to everyone. Ask others to listen and write
down their feedback and comments. At the end of
each presentation, invite peer feedback from the
audience in oral and/or written forms.
- Give praise and feedback at the end. You can
also give Ss marks for their presentation as part of
their continuous assessment.
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e. Assessment
- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 4.

Board Plan

Date of teaching
Unit 3: Green living
Lesson 8: Looking back and project
*Warm-up
Guessing words

* Looking back
- Pronunciation
- Vocabulary
- Language

* Project
Eco-friendly habits

*Homework